CHAPTER

10The City-States700 B.C.–335 B.C.

� Athenian silver coin

UNIT 4 THE GREEKS162

� Spartan soldier

700 B.C.Greek city-

states emerge

594 B.C.Athens expands

citizenship

507 B.C.Sparta adoptsconstitution

490 B.C.Persian Wars

begin

404 B.C.Sparta wins

PeloponnesianWar

338 B.C.Philip II

conquersGreece

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Terms to Learnpolisacropolisagoraaristocratsoligarchyconstitutionmercenaries

People to KnowSolonCleisthenesDariusXerxesPericles

Places to LocateSpartaAthensIoniaDelosThebes

SECTION 1 The PolisThe polis (pah’ lis), or city-state, was the geographic and

political center of Greek life. At first, each polis was made up offarming villages, fields, and orchards grouped around a fortifiedhill called an acropolis (uh krop’ uh lis). At the top of the acropolisstood the temple of the local god. At the foot was the agora (ag’ uhruh). This was an open area used as a marketplace. As timepassed, artisans, traders, and members of the upper class settlednear the agora. By 700 B.C., this inner part of the polis had become acity. Together with the villages and farmland around it, it formeda city-state.

Each city-state had its own government and laws. Theaverage city-state contained between 5,000 and 10,000 citizens.Workers born outside Greece, as well as women, children, and

Chapter FocusRead to Discover

• Why the polis was the geographic and political center ofGreek life.

• What life was like in the city-states of Sparta and Athens.• How the Persian Wars affected Greece.• How Athens controlled other city-states.• Why the Greek city-states declined.

163CHAPTER 10 THE CITY-STATES

Chapter OverviewVisit the Human Heritage Web siteat humanheritage.glencoe.comand click on Chapter 10—Chapter Overviews to previewthis chapter.

Reading Check Why was the

polis important?What was the acropolis?How did the Greeksuse the agora?

Why It’s Important The geography of Greece—the mountainsand the sea—separated communities from each other.Although these communities spoke the same language andshared many of the same customs, no single community hadpower over the others. Because of this, people developed a loy-alty to the community in which they lived. These communities,known as city-states, became a feature of Greek civilization.

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164 UNIT 4 THE GREEKS

Sparta was in the south-central region of Greece, in an areaknown as the Peloponnesus (pel o puh ne’ sus). By 500 B.C., it hadbecome the greatest military power in Greece.

At first, Sparta was ruled by a king. About 800 B.C., aristocrats(uh rist’ o kratz), or nobles, took over the government. From thattime on, Sparta had two kings who ruled jointly. Although theykept the title of king, they had little power. Their only duties wereto lead the army and conduct religious services.

Only aristocrats could be Spartan citizens. All citizens over 20years old were members of the Assembly, which passed laws anddecided questions of war and peace. Each year, the Assemblychose five managers, known as ephors (ef’ uhrs), to take charge ofpublic affairs and guide the education of young Spartans. TheCouncil of Elders helped the ephors. The Council was made up ofmen over 60 years old who were chosen for life. It suggested lawsto the Assembly and also served as a high court.

Aristocrats, Helots, and Perioeci The Spartans had littleinterest in farming. The land was worked by helots (hel’ uhtz), or

SECTION 2 Sparta

Section 1 Assessment 1. Define: polis, acropolis, agora.2. What areas generally made up each

city-state?3. What rights and duties did Greek citi-

zens have?

Critical Thinking4. Demonstrating Reasoned Judgment

Which of the requirements for citizen-ship in early Greece do you think werefair and which were not? Explain.

Graphic Organizer Activity5. Draw a web like this one, and use it to

show characteristics of most Greekcity-states.

GreekCity-States

Reading Check Who were the

aristocrats?

Reading Check Who were the

helots?

enslaved people, were not citizens. Only citizens could vote, ownproperty, hold public office, and speak for themselves in court. Inreturn, they were expected to take part in government and todefend their polis in time of war or conflict.

For Greek citizens in ancient times, civic and personal honorwere one and the same. The polis gave them a sense of belong-ing. They put the good of the polis above everything else.

Two of the greatest Greek city-states were Sparta andAthens. Sparta had the strongest army in Greece, while Athenshad the strongest navy. However, each developed differentlywith a different kind of government and a different way of life.

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Physical maps are used to show some-thing about the surface of Earth. The colorsused on physical maps may show the rain-fall of a certain area. They may also be usedto show an area’s temperatures or eleva-tions. In the physical map below, the colorsindicate elevation. Colors ranging fromgreen to brown are used. The meaning ofeach color is explained in the legend.

Look at the map “Elevation of AncientGreece” shown below. The legend says thatlight brown means above 5,000 feet, orabove 1,500 meters. This means that anyarea on the map that is shaded light brownis at least 5,000 feet, or 1,500 meters, abovesea level. Remember that having an eleva-tion of above 5,000 feet does not necessarily

mean that an areais covered withmountains. Thearea may actuallybe a plateau.

Map Practice1. What color shows an elevation of

1,000 to 2,000 feet, or 300 to 600meters?

2. What elevation is shown by thecolor dark green?

3. What generalization can youmake about the elevation ofancient Greece?

165

Elevation of Ancient Greece

Reading PhysicalMaps

Glencoe’s SkillbuilderInteractiveWorkbook CD-ROM, Level 1,provides instruc-tion and practicein key social studies skills.

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166

enslaved people owned by the city-states. Helots had to turn overone half of their crops to the aristocrats who owned the land butlived in the center of the polis.

The Spartans were not interested in business or trade either.They left those fields to the perioeci (par e e' sı), or merchantsand artisans who lived in the villages. The perioeci were neitherenslaved people nor citizens. Helots and perioeci worked, whilearistocrats trained for the army and war.

By about 750 B.C., there were 20 times as many helots andperioeci as there were aristocrats. The aristocrats were now facedwith a choice. They could make life better for their workers byletting them share in the government, or they could allow thingsto stay the way they were. To do that meant keeping the workersdown by force. Since the aristocrats were afraid that any changewould destroy their way of life, they chose to keep things theway they were.

Spartan Way of Life The Spartans tried to become thestrongest people in Greece. Newborn babies were examined tosee if they were healthy. If they were, they were allowed to live. Ifthey were not, they were left on a hillside to die.

UNIT 4 THE GREEKS

THE SPARTAN WAY OF LIFE The life of a Spartan male centered on militarytraining and physical fitness from the time he was seven years old. Here, a group ofyoung warriors performs exercises on a Spartan racecourse. What happened tounhealthy Spartan babies?

Reading Check How did the

perioeci differ fromthe aristocrats ofSparta?

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When Spartan boys turned seven, they were sent to live inmilitary camps. There, they were trained in groups under teenageleaders. They learned to read, write, and use weapons. The boysreceived only small amounts of food. They had to go barefoot andwere given only one cloak to wear. They walked in silence, withtheir eyes to the ground, and spoke only when necessary. Theyslept outdoors without cover. Every ten days they were lined upand examined to make sure they were not getting fat.

Spartan men were expected to marry at 20 years of age.However, they could not have a household of their own. Theyhad to live and eat in military barracks, where they sharedexpenses with other soldiers. They could retire from the armywhen they were 60 years old.

Spartan women had more freedom than the women of otherGreek city-states. In the other city-states, women spent most oftheir time at home performing household duties. They did not goout without a chaperone. Then, they went out only to visit otherwomen or attend religious festivals. They never spoke to men onthe street or entertained their husbands’ friends.

Spartan women, on the other hand, mixed freely with men.They enjoyed sports such as wrestling and racing. When Spartanwomen sent their men into battle, they told the men to comehome with their shields or on them. If the men brought theirshields home with them, it meant they had won the battle. Deadwarriors were carried home on their shields.

The Spartans believed new ideas would weaken their way oflife. Because of this, they tried to prevent change. When people ofother Greek city-states began to use coins as money, for example,the Spartans kept using iron rods. Other city-states developed lit-erature and art. Other city-states built up business and trade andimproved their standard of living. Sparta remained a poor farm-ing society that depended on the labor of slaves.

From its beginnings until its defeat in 371 B.C., Sparta hadonly one goal—to be militarily strong.

Sculpture of Spartan Girl

CHAPTER 10 THE CITY-STATES

Section 2 Assessment 1. Define: aristocrats, helots, perioeci.2. How did the lifestyles of Spartan

women differ from other Greek women?3. Why did Sparta try to prevent change?

Critical Thinking4. Making Comparisons How was

Sparta similar to other Greek city-states?How was it different?

Graphic Organizer Activity5. Draw a chart like this one, and use it to

weigh the pros and cons of living inSparta.

Pros Cons

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168

SECTION 3 AthensNortheast of Sparta, another city-state developed that had a

very different philosophy about living than the Spartans. Thispolis, located on the Aegean coast, was Athens. Like Sparta, thelocation of Athens was strategic. Like all the other Greek city-states, Athens was first ruled by kings. However, about 750 B.C.,some Athenian nobles, merchants, and manufacturers took over

UNIT 4 THE GREEKS

ATHENS MARKETPLACE The agora of Athens was a favorite meeting placeof the people. These ruins show archaeologists the importance of this community area.Why would the agora be located near the center of Athens?

Student Web ActivityVisit the Human Heritage Web site athumanheritage.glencoe.comand click on Chapter 10—Student Web Activities to findout more about life in the Greekcity-states.

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169

the government. They set up an oligarchy (ol’ uh gahr ke ), orform of government in which a few people have the rulingpower. Fights broke out between them and the farmers and arti-sans over land ownership. The upper-class Athenians did notwant these fights to turn into an uprising against the govern-ment, so they agreed to make reforms. To do this, they had tochange the government.

The first attempt to change the government was made byDraco (dra’ ko), a noble. Draco, however, failed because hispunishments were too harsh. Then, in 594 B.C., a rich merchantnamed Solon (sah’ lon) was chosen to undertake the task.

Solon prepared a constitution, or a set of principles and rulesfor governing. This constitution broke the political power of therich. Solon set a limit on how much land a person could own andgave landowners the right to vote in the Assembly. The Assem-bly was given the power to pass laws. Solon erased all debts. Hefreed all the people who had been forced into enslavementbecause of debt. Solon offered citizenship to artisans who werenot Athenians, and he ordered every father to teach his son atrade.

Under Solon, more Athenians began to take part in gov-ernment. Trade also increased. Still, many people were nothappy. The rich thought Solon had gone too far, while the poorthought he had not gone far enough. By the time Solon had leftoffice, he had lost much of his original popularity.

About 560 B.C., the government was taken over by anotherAthenian named Peisistratus (pı sis’ trah tus). Peisistratus wassupported by the lower classes. He divided large estates amongfarmers who owned no land. He stated that a person no longerhad to own land to be a citizen. He also encouraged sculpture andother arts.

A Democratic Constitution When Peisistratus died, hissons took over as leaders of the Athenian government. Notlong after that, their government was overthrown by theSpartans.

In 508 B.C., the Spartans themselves were overthrown by anoble named Cleisthenes (klıs’ thuh ne z). A year later,Cleisthenes put into effect the world’s first constitution that wasdemocratic, or favoring the equality of all people. For example, itgave Athenians the right of freedom of speech. The politicalreforms made by Cleisthenes lasted until the fall of Greece almost300 years later.

Cleisthenes opened the Assembly to all males over 20 yearsold. Each year, the Assembly elected ten generals to run theAthenian army and navy and to serve as chief magistrates (maj’ uhstratz), or judges. One of the generals was named commander-in-chief.

CHAPTER 10 THE CITY-STATES

Reading Check What type of

government is an oligarchy?

Reading Check What is a

constitution?

Reading Check What idea does a

democratic govern-ment uphold?

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IN HISTORY

PEOPLEPEOPLE

170

Cats makebetter petsthan dogs. If

you say this—without everhaving owneda dog—thenyou are stating

a bias. A bias is a prejudice. It can pre-vent one from looking at a situation in areasonable or truthful way.

Learning the Skill Most people have feelings and ideas thataffect their point of view. This view-point, or bias, influences the way theyinterpret events. For this reason, an ideathat is stated as a fact may really be onlyan opinion. Recognizing bias will helpyou judge the accuracy of what youread.

To recognize bias, follow thesesteps:

• Identify the author of the statementand examine his or her views and possible reasons for writing the material.

• Look for language that reflects anemotion or opinion—words such asall, never, best, worst, might, or should.

• Examine the writing for imbalances—leaning only to one viewpoint andfailing to provide equal coverage ofother possible viewpoints.

• Identify statements of fact. Factualstatements usually answer the Who?What? Where? and When? questions.

• Determine how the author’s bias is reflected in the work.

Recognizing Bias

Skill PracticeRead the following excerpt in whicha supporter of an oligarchy— a gov-ernment by the few—evaluates howAthens dealt with members of theDelian League. Then answer thequestions that follow.

[R]epresentatives of Athens come out,and . . . vent their hatred upon the bet-ter sort of people. . . . [T]he better sortof people are punished, . . . robbed oftheir money, driven from their homes,and put to death, while the lower class-es are promoted to honor. . . .

[E]very single individual among theallies is forced to flatter the People ofAthens . . . because he knows he willbe tried . . . by the . . . People them-selves, for such is the law and customin Athens. He is forced to behave likea beggar in the courts of justice. . . .For this reason . . . the allies findthemselves more and more . . . slavesto the people of Athens.

1. Is the writer expressing a pro-Athens or anti-Athens bias?

2. What prejudice does the writerhold toward the lower classes?

3. What bias does the writer havetoward the system of justice inAthens?

4. What bias does the writer holdtoward democracy?

Glencoe’s SkillbuilderInteractive Workbook CD-ROM,Level 1, provides instruction and practice in key social studies skills.

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171CHAPTER 10 THE CITY-STATES

The Council of Five Hundred handled the daily business ofAthens. Members were chosen each year by lot. The names of 500citizens were drawn from a large pot. No one could serve on theCouncil for more than two terms. Thus, every citizen had a chanceto be a Council member.

There were two reasons why the Athenians preferredchoosing council members by lot rather than by voting. First, theybelieved that in an election, people who had money or who couldspeak well would have an unfair advantage. Second, theAthenians believed that every citizen was smart enough to holdpublic office. The only exception was in times of war. Then, askillful general was needed on the Council.

Under Cleisthenes, citizens were required to educate theirsons. Since there were no public schools, boys either had a tutoror attended a private school. Starting when they were seven yearsold, boys studied writing, mathematics, and music. They alsopracticed sports and memorized the works of Homer and othernoted Greek poets.

When they turned 18 years old, Athenian males becamecitizens. They went to the temple of the god Zeus (zus) and took anoath of citizenship in front of their family and friends. In theoath, they promised to help make Athens a better place in whichto live. They also promised to be honorable in battle, follow theconstitution, and respect their religion.

The Persian Wars About the time Athens was goingthrough government changes, the Persians ruled the largest andmost powerful empire in the western world. In 545 B.C., the Per-sians conquered Ionia—the Greek city-states in Asia Minor andon the Aegean islands. About 20 years later, the Ionians revolted.They asked the city-states on the Greek mainland for help.Athens and another polis responded by sending a few warships.After five years of fighting, however, the Persians put down therevolt. Although the Ionians were defeated, Darius, the Persianking, was not satisfied. He wanted to punish the mainlandGreeks for helping the Ionians.

In 490 B.C., Darius sent a fleet of 600 ships and a well-equippedarmy to Greece. The Persians landed on the plain of Marathonabout 26 miles, or 41 kilometers, northeast of Athens. Afterseveral days, the Persians decided to sail directly to Athens andattack it by sea. They began loading their ships. As soon as most ofthe Persian soldiers were aboard, Greek soldiers ran down inclose order from the hills around Marathon. The remainingPersian troops were not prepared to meet this kind of attack andwere defeated. A runner set off for Athens with news of thevictory. Upon reaching Athens, he cried out Nike!, the Greekgoddess of victory, and then died of exhaustion. Winning theBattle of Marathon gave the Greeks a great sense of confidence.

The Marathon The run-ner Pheidippides (fi dip’uh dez) carried the news ofthe victory at Marathonback to Athens, about 26miles away. He deliveredhis message and fell deadof exhaustion. Today, amarathon is a footrace of 26 miles, 385 yards. Theterm may describe anylong-distance race.

Greek Helmet

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172 UNIT 4 THE GREEKS

Shortly after the Battle of Marathon, rich silver mines werefound near Athens. The Athenians spent their new wealth ontriremes (tr ı ’ remz), or warships that had three levels of rowerson each side, one above the other. Soon, Athens had the largestnavy in Greece. The Athenians planned to be prepared if the Per-sians returned.

The Persians did return. In 480 B.C., Darius’s son Xerxes (zerk’sez) sent 250,000 soldiers across the Aegean and conquerednorthern Greece. In order to stop the Persians from taking all ofGreece, 20 Greek city-states banded together. The Spartans ledthe army, while the Athenians led the navy.

First, 7,000 Greek soldiers headed for the narrow pass ofThermopylae (ther mop’ uh le), about 100 miles, or 160kilometers, from Athens. There, they held off the Persian armyfor three days. This gave the people of Athens time to flee to theisland of Salamis (sal’ uh muhs). Meanwhile, all but 300 Spartansand 700 other Greeks withdrew from Thermopylae. The Persians,helped by a traitor, found a way around the pass. They killedevery soldier guarding the pass and then marched on Athens.Finding the city almost deserted, they set it on fire.

BATTLE OF SALAMIS The Greek fleet, led by the Athenians, defeated the Per-sian navy in the Bay of Salamis. The faster Greek triremes were able to sail close to thePersian ships and attack with spears and arrows. What happened to the Persians afterthe Battle of Salamis?

Reading Check What did

Athenian triremeslook like?

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173CHAPTER 10 THE CITY-STATES

Then, the Greeks tricked the Persian fleet into sailing into thestrait between Athens and Salamis. Since the strait was toonarrow for all the Persian ships to enter at once, the Greeks couldtake them on a few at a time. Also, once the Persian ships were inthe strait, their large size made them difficult to handle. With theirlighter, faster ships, the Greeks defeated the Persian fleet.

Following the defeat, Xerxes returned to Asia. However, heleft some troops behind. In 479 B.C., they were defeated by theGreeks in the Battle of Plataea (pluh te’ uh). A few days later,Greek ships destroyed what was left of the Persian navy. ThePersian Wars were over.

The Delian League and the Athenian Empire ThePersians had been driven from Greece, but they still ruled Ionia.Because of this, the Athenians suggested that the Greek city-states form a defensive league, or protective group. Since theleague had its headquarters on the island of Delos, it was calledthe Delian (de’ le uhn) League. Sparta was one of the few Greekcity-states that did not join the League.

Once a city-state became a League member, it could notwithdraw unless all the other members agreed. The League had acommon navy. Its ships were usually built and crewed by Athe-nians, but the other city-states paid the costs.

Ancient Greece

Reading Check What is a

defensive league?

THE WORLD INSPATIAL TERMSThe Persians wantedto extend their empireinto Europe. How didthe location of Greecemake it a likely placefor a Persian attack?

MAP STUDYMAP STUDY

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The Olive Tree According to Greek legend, thegoddess Athena created the olive tree as hergift to human beings. Greek farmers have har-vested olives for food and oil (below) for thou-sands of years. The olive tree continues to playan important part in the Greek economy today(right). Why do you think Sparta burned theolive groves around Athens when it declaredwar on the city-state in 434 B.C.?

174

PericlesC. 495 B.C.–429 B.C.

Athenian GeneralAs leader of Athens,Pericles turned thecity-state into a centerof learning. His influ-ence was so great thathistorians call theperiod of his powerthe "Age of Pericles."

The League worked well for a while. As time passed,though, Athens gained more and more power. Other city-stateshad to ask Athens for permission to sail or to trade. Criminalcases were brought to Athens for trial. Athenian coins replacedother Greek money. Athenian soldiers interfered in the politics ofother Greek city-states. In short, the Delian League had turnedinto the Athenian Empire.

The main leader of Athens at the time was a general namedPericles (per’ uh klez). Pericles was known as the “first citizen” ofAthens. He had a dream of Athens as the most beautiful andperfect city of the time. To help make this dream come true, herebuilt the palaces and temples on the Acropolis. It took 11 yearsto build the Parthenon (par’ thuh non), the temple of the goddessAthena. Much of this building was done with money thatbelonged to the Delian League.

Pericles also built the Long Walls. These were two parallel,fortified walls with tile roofs. The Long Walls connected Athenswith its seaport of Piraeus (pı re’ uhs) some five miles, or eightkilometers, away. Having the Long Walls meant Athens could getsupplies even in times of war.

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Pericles led Athens for almost 30 years. During this period,art, philosophy, and literature reached new heights. Many peoplewho came to Athens from other city-states settled there.

Decline of Athens The more powerful Athens became, themore resentful other Greek city-states grew. Anti-Athenianfeelings soon spread throughout Greece. When the Atheniansattacked one of Sparta’s allies, a group of city-states led by Spartadeclared war on Athens. The war, which was called the Pelo-ponnesian (pel uh puh ne’ zhuhn) War, lasted almost 30 years. Itended in 404 B.C. when Athens surrendered to Sparta.

Between the war and a plague that struck during the war,Athens also lost more than one quarter of its people. Much of itsland was ruined. Thousands of young Athenian men left homeand became mercenaries (mer’ suh nar ez), or hired soldiers, inthe Persian army.

When the Spartans took control of Athens in 404 B.C., they setup an oligarchy and chose 30 Athenian aristocrats to rule there.Not long after that, the Athenians successfully revolted and oncemore set up a democracy. However, Athens was never again aspowerful as it had been before the Peloponnesian War.

After the Peloponnesian War, most Greeks began to losetheir sense of community. The war had lasted a long time and hadcost a great deal of money. People became more interested inmaking money and having a good time. Soon, bitterness devel-oped between the upper and lower classes within each polis.

CHAPTER 10 THE CITY-STATES

Section 3 Assessment 1. Define: oligarchy, constitution, demo-

cratic, triremes, mercenaries.2. What political reforms did Cleisthenes

introduce?3. What changes did Pericles bring to

Athens?

Critical Thinking4. Understanding Cause and Effect

What were some of the causes andeffects of the Peloponnesian War?

Graphic Organizer Activity5. Draw a diagram like this, and use it to

show how the Delian League affectedboth Athens and other city-states.

Effects of theDelian League

in Athens in otherCity-States

SECTION 4 Decline of the City-States

Reading Check What type of

jobs did Greek mercenaries seek inPersia?

Sculpture of Pericles

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After the war, Sparta ruled Greece. The Spartans were harshrulers who angered the other Greeks. As a result, in 371 B.C., agroup of city-states led by Thebes (thebz) overthrew Spartan rule.The rule of Thebes, however, was no better than that of Sparta. Itweakened the city-states even more. The Greeks were no longerstrong enough or united enough to fight off invaders. In 338 B.C.,Philip II of Macedonia (mas uh do ’ ne uh) conquered Greece.

UNIT 4 THE GREEKS

Section 4 Assessment 1. How did the Peloponnesian War help

destroy the sense of community inmost Greek city-states?

2. What were some of the reasons for thedecline of the Greek city-states?

Critical Thinking3. Drawing Conclusions Why might

the Greeks have become more interest-ed in making money for themselvesrather than for the city-state after thePeloponnesian War?

Graphic Organizer Activity4. Draw a flow chart like this one, and

use it to trace the decline of the Greekcity-states after the Peloponnesian War.

Peloponnesian War

1. Around 700 B.C., city-states became thecenter of Greek life.

2. The two greatest city-states wereSparta and Athens.

3. Sparta spent most of its time trainingits citizens for war.

4. Spartan women had more freedomthan women in other city-states.

5. Spartans believed new ideas wouldweaken their way of life, so they triedto prevent change.

6. Between 750 and 507 B.C., Athenswent through a series of reforms tobroaden democracy.

7. In 507 B.C., Cleisthenes put into effectthe first democratic constitution.

8. After several wars with Persia, Athensbecame Greece’s leading polis.

9. Sparta defeated Athens in the Pelo-ponnesian War, which was foughtbetween 431 and 404 B.C.

10. The Peloponnesian War weakened theGreek city-states, leading to the con-quest of Greece by Philip II of Mace-donia in 338 B.C.

Chapter Summary & Study Guide

Self-Check QuizVisit the Human Heritage Web site at humanheritage.glencoe.com and click on Chapter 10—Self-Check Quizto assess your understanding of this chapter.

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Using Key Terms

Imagine you are living in Greece dur-ing the time of the Persian Wars. Use thefollowing words to write a letter to afriend describing the organization andgovernment of Sparta and Athens at thattime.

polis acropolis agoraaristocrats perioeci oligarchyhelots democratic constitutiontriremes mercenaries defensive

league

Understanding Main Ideas

1. Why did Greek communities have lit-tle contact with one another?

2. What did the citizens of a polis consid-er most important?

3. Why was it important for Spartanwomen to be physically fit?

4. Why did Sparta remain a poor farmingsociety?

5. Why was the Battle of Marathonimportant for the Greeks?

6. How did Athenians use the DelianLeague to build an empire?

Critical Thinking

1. Do you think that the Spartan empha-sis on military training benefited Sparta? Why or why not?

2. What method of choosing members ofthe Athenian Council of Five Hundredwould you have suggested? Explainyour answer.

3. Why do you think some people inAthens might have objected to the titleof “first citizen” for Pericles? Explainyour answer.

4. What may happen to a community asa result of a long war? Why?

Graphic Organizer Activity

Culture Draw a Venn diagram likethis one, and use it to compare Sparta andAthens at their height of power.

Geography in History

Places and Regions Note the loca-tion of the Greek city-states on the map onpage 173. Why do you think these city-states developed in the places that theydid, and what geographic features mighthave affected this development? Write aparagraph explaining the relationshipbetween a city’s location and the sur-rounding geographic features.

AssessmentCHAPTER

BothSparta Athens

177

Using Your Journal

Review any details you may

have noted about the ideas

developed by the Greeks. Write

a paragraph describing how the

ideas of Solon and Cleisthenes

affect you today.

10

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